Zapolskikh Oksana Leonidovna,

teacher-psychologist at MKDOU kindergarten No. 19

"Fairy Tale" Omutninsk

Master Class

“Lithotherapy as a means of correcting emotional and personal disorders in older children preschool age»

Goal: to attract the attention of teachers to non-traditional methods of working with preschool children, to introduce them to techniques for working with stones.

Materials and equipment: cardboard frames for making pictures, multi-colored pebbles, gravel, beads, a large stone, trays.

1 part.

As studies by foreign and domestic psychologists show, in preschool age the social situation of development itself changes, which is characterized by the fact that the child begins to strive to act like an adult. During this period, the motivational sphere is developing intensively, the process of structuring motives is underway, elements of arbitrariness in behavior and the logic of feelings appear, and positive changes in self-awareness occur.

At the same time, the processes of personal development do not always go smoothly. It is not uncommon to encounter children who are aggressive, hostile, unable to communicate, passive, socially impulsive, anxious, etc. Taking care of the physical and cognitive development child, adults often forget about the importance of his emotional and personal development, which is directly related to the psychological and social well-being of the child.

The main function of a psychologist is to, on the basis of diagnostics, identify positive and negative trends in the development of the personality of each preschooler, to create, through special psychological means, conditions for optimizing the process of personal development, overcoming negative trends and individual symptoms of trouble. This poses a special task of correcting personal development, which both teachers and parents are called upon to solve with the active help of a child psychologist.

The term “correction” was originally used in defectology and special psychology. Correction was understood as a special system of forms and methods of treating the patient. However, gradually the meaning of this concept expanded, which made it possible to talk about correction within the framework of the norm as a special form of education and pedagogical influence.

Psychological correction of emotional disorders in children is a well-organized system of psychological influences. It is mainly aimed at mitigating emotional discomfort in children, increasing their activity and independence, eliminating secondary personal reactions caused by emotional disturbances, such as aggressiveness, increased excitability, anxious suspiciousness, etc.

As you know, in preschool age the leading activity is play. At the same time, from an individual perspective, the game does not always come first. There are children who love to draw, sculpt, and design. It is better to correct them through these types of activities. Children also love to experiment.This is explained by the fact that they are characterized by visual-effective and visual-figurative thinking, and experimentation, like no other method, corresponds to these age-related characteristics.

Many are looking for new non-traditional methods and models of psychological and pedagogical assistance to children. Our kindergarten did not stand aside either. (SLIDE: images of tales of stones)

QUESTION: What do all these tales have in common?

Games with sand, clay, stones and more natural material are among children's favorite games, as they have deep historical roots. They seem to “revive” the child’s genetic memory. It is known that the first games appeared as a result of human interaction with natural materials. The healing power of nature, minerals, and the centuries-old experience of our ancestors should and can be widely used to work with children

Have you noticed how enthusiastically children play with pebbles: moving them, tossing them, collecting them? It was the children who gave me the idea of ​​including stones in correctional and developmental activities. The use of lithotherapy in psychological practice, including the use of lithotherapy methods in kindergartens, is a little-studied area.

(Slide: terms).

Lithotherapy - (from the Greek lithos - stone and therapia - treatment) treatment with minerals.

Types of lithotherapy:

• gemmatherapy – treatment with precious stones,
• crystal therapy– treatment by wearing crystals,
• gastrolithotherapy– treatment with stones formed in the internal cavities of animals, etc.

When it comes to lithotherapy, most often it means only contact (massage), and sometimes non-contact effects of minerals on the human body - meditation.

Lithotherapy and gemmatherapy are used in correctional and therapeutic pedagogy, especially with children with special educational needs.

Getting acquainted with the programaesthetic and psycho-emotional development of children by means of lithotherapy and color therapy “Gems” Elena Prokopyevna Plyaskina, a teacher-psychologist in Chita, began to study this area more deeply and apply lithotherapy in her own practice. There is also a mention of lithotherapy in the “Speech Pathologist’s Handbook” by M. A. Povalyaeva.In the book by T.D. Zinkevich-Evstigneeva and T.M. Grabenko “Corrective, developmental and adaptive games” draws attention to the importance of sand in psychotherapeutic activities, and also pays attention to games with stones.

Based on what I studied, I compiled a thematic plan for working with children of senior preschool age. It consists of several blocks-modules.

(Slide: blocks).

• Block 1: “Sand, water and stones.”
• Block 2: “Color and stone.”
• Block 3: “Tales about stones.”
• Block 4: “Art workshop”.

Each block consists of 4 – 5 lessons.

Working with stones is not an isolated task, but is an additional part of the overall complex of correction of emotional and personal disorders in children. Selection into the group is carried out on the basis of diagnosis of emotional and personal disorders in children. Optimal group composition: 7-8 people. Classes are held once a week during the school year, or at the discretion of the teacher 2 times a week for six months.

Lesson algorithm:

1) Warm up. Basic procedures - greeting and exercises to establish contact, a motivating element (fairy tale, conversation),

2) The main part – games, exercises, elements of psycho-gymnastics, projective drawing, experiment.

3) Summing up the lesson - reflection, farewell ritual.

At the first stage of working with stones and other natural materials, it is necessary to familiarize children with the basic rules of handling them: do not throw stones, sand, rub your eyes with dirty hands, and be sure to wash your hands after playing.

Using one of the lessons in the first block as an example, we will get acquainted with some techniques for working with stone.

Part 2. Lesson “Ordinary in stone”.

1) Psychologist: a journey into the world of stone is a very exciting and exciting activity. Studying stones, you are sure to go to the distant past of our planet and our native Earth. There are countless different stones on Earth: beautiful and not so beautiful, of different colors and shapes. All these stones are older than us, they keep many secrets and mysteries.

Psychologist: do you want to go with me on a journey through the world of stones? (Yes).

(SLIDE: Knight):.

You go to the right: you will find a big stone,

If you go straight, you will find a lot of stones.

If you go to the left, you will meet beauty.

And where do we go first? (to the left – number 1).

Where will it lead us?

So what did you find? (big Stone).

2) Game “Ordinary Miracle”.

Psychologist: let's sit comfortably so that we can see each other and play with this stone. And this stone is not easy - it’s magical. You can use it to create a miracle.

I have a stone in my hand. It is heavy (imitation of weighing), cold, unpleasant to the touch (corresponding facial expressions), rough, and has sharp edges. It's not very pleasant to hold it in your hand. But I will try to warm this stone before I give it to you (name is called).

Take the stone, the warmth of my hands, the heat of my heart. Pass on my feelings to my friend, stone. (The stone is passed to the neighbor on the left).

How do you feel? How much does the stone weigh? Is it really heavy? What does it feel like? Smooth or rough? Yes, it's rough. Now tell me, please, are you holding a cold stone in your hand? (for comparison, in the second hand a stone that was not in the hands). Of course it's warm? Why? What did I ask for the stone? Now you and I will perform a miracle - we will warm the stone with your warmth. Let's say together: Take the stone, the warmth of my hands, the heat of my heart. Pass on, stone, my feelings to a friend (the stone is passed on to the neighbor on the left), and so on to each child.

Comment: this game allows you to differentiate your own feelings, analyze and express them, thereby teaching the basics of introspection and interaction. It is very important to realize that each of us can create a miracle. (The stone returns).

Psychologist: I am holding a stone in my hands. It is heavy, rough, it has sharp edges, but it is very pleasant to hold in your hands, because it is warm, because it transfers the warmth of your hands. This is a miracle: our hands can warm even a stone.

3) GAME “Mountain and Pebbles” (Music from the “Sounds of Nature” series sounds).

Psychologist: there is a story about stones, would you like me to tell you? And you will help me portray it.

Once upon a time there was a big, big mountain. She considered herself the strongest, but the wind and water claimed that they were stronger. Years passed. The water rained down on the mountain (music imitating raindrops sounds) and sharpened the stones. The frost froze the water in the cracks, and the wind carried away all the small pebbles and grains of sand from its surface (music imitating the wind sounds). Here one pebble rolled down the mountain (one child moves away from the rest), then another, a third (some more children move away in turn from the center). The mountain became smaller and smaller. And, in the end, she became completely invisible (all the children disperse). So the wind and water worked day after day and conquered the big mountain. Guys, what do you prefer: to be lonely pebbles or to live together in one mountain? (children's answers). They gather together again.

So: the mountain is friendship. What is “water”, “wind”, “frost”? I'll give you a hint: this is what interferes with friendship (answers). For friendship to be strong, you need to be kind, forgive and help each other!

Psychologist: now let’s go together and look for miracles! (arrow no. 2)

(they find a box with stones)

4) GAME “Multi-colored pebbles” (I take out a box of pebbles).

Psychologist: look at these beautiful multi-colored pebbles. It's amazing how generous Mother Nature is with colors. What colors do you see here? Well done. Take a pebble for yourself.

Now that you have the pebbles in your hands, look at them carefully, try to notice the peculiarity of your pebble. (Next comes the expansion of vocabulary, a set of adjectives). Feel how the stone feels to the touch (smooth or rough, hard or soft)..., what its temperature is (warm or cold)..., see what size it is (large or small)..., shiny or not.., transparent or not.. (let's look at the light?). Now knock your pebble against your neighbor’s pebble. What sound did you hear? What does the sound sound like?

Comment: (thus, work is carried out on all three channels of perception: vision - visual, hearing - auditory, sensation - kinesthetic).

5) GAME “Magic transformation”.

Psychologist: Look at your pebble again. What does your pebble look like? What can it be turned into, do you think? (A berry, a fruit, a car wheel, a flower, the sun...) Now try to depict what your pebble looks like, and the rest of the guys will try to guess what you have in mind. You can voice your actions. Who is our most visionary? (development of imagination and creative abilities). Now let’s mix all the pebbles in one box, and you try to find yours among all of them! Great! Put the pebbles in the box, we will need them later.

Comment: this exercise promotes the development of children’s cognitive processes (attention, perception, imagination, speech).

Look: where the third arrow directs us (to the right).

6) “Picture of stones.”

Psychologist: What do you think can be made from this material (there is a picture frame, pebbles, and other waste material)? Yes, of course, using this material, we can create various pictures from stones. To do this, you need to divide into pairs, choose a place where it will be convenient for you and agree on what you will create and give a name to your painting.

Tatyana Vyacheslavovna Kuzmina
Lithotherapy in pedagogy

LITHOTHERAPY IN PEDAGOGY

Minerals of unusual shape and color, striking in their beauty, seemed to our ancestors as carriers of forces of a higher order. That is why amazing stories, legends, and superstitions associated with precious stones have evolved over the centuries. There was a whole science about the rules of treatment with precious stones - gemmatherapy (from the Latin word "gem" - gem).Many scientists confirm the idea that the environment around us "non-living" nature actually lives, develops, changes according to certain laws, and it is impossible to draw a line between minerals and the rest of the world around us.

History knows many examples when people turned to forgotten methods that seemed almost ridiculous, naive, etc. convinced them that they were effective. They say that the famous Bulgarian singer Ilka Papava lost her voice. Having learned about this drama, Chaliapin gave her his diamond ring, which once belonged to Peter I and was consecrated by the Patriarch of All Rusl. He considered this ring his talisman and never parted with it. It's hard to believe, but the singer has found her voice again. There are still very few scientific studies devoted to the healing effects of minerals, although many of them are successfully used in modern medicine.

No wonder the wonderful scientist D. Bernal (1969) assigned minerals a decisive role in the emergence of life on Earth. It has been established that almost all representatives of the world of minerals, to one degree or another, possess biological active actions. Their presence in the diet changes the immune status and the activity of a number of physiological systems, which is fully consistent with modern ideas about the role of minerals in the origin and development of life on Earth. Silicon compounds play a truly magical role in many restoration processes. It is directly involved in the process of blood clotting, competing with phosphorus, and affects the condition of nails and hair.

The positive effect of silicon on protein biosynthesis has been established. With a low silicon content against the background of excess calcium, there is a threat of development "silicotic anemia" observed in rickets and diseases of the lymphatic system. Silicon deficiency in the body causes not only atherosclerosis, but also leprosy, tuberculosis, diabetes, stone formation, hepatitis, goiter, erysipelas and other types of dermatitis.

These and other examples indicate the enormous role of minerals in the life of the human and animal body. Lithotherapy, as well as gemmatherapy, were irrevocably classified as occult sciences, forgetting that many elements of these sciences are used every day in scientific medicine.

Even in prehistoric times, people endowed stones with miraculous powers, firmly believing that they protect against evil spirits, bring happiness and health. Ancient Greek manuscript (IV century BC) contains information about amulets stones seafarers: garnet, chalcedony, aquamarine, rock crystal, agate and others, which protected from wind, waves, shipwrecks and death in the depths of the sea. The medicine of Ancient Egypt especially revered the magical power of stones. This is evidenced by the largest of the medical papyri (the Theban tomb, which describes the healing effects of minerals. Aristotle was engaged in special studies of minerals. His student Theophrastus wrote a book sacred to miraculous minerals.

The remedies of natural ancient medicine have been tested on people for thousands of years, prepared and selected for people and in the name of people. Honor and glory to homeopathic doctors who studied the effects of new drugs on themselves and volunteers. We cannot extend the testing of drugs that have already been tested for centuries even for years. It is necessary to reliably and skillfully use the experience of previous generations, supplementing it with research at the modern level. In the ancient monuments of Tibetan medicine, entire sections were devoted to treatment with mineral substances. Based on ancient sources and his own experience, Avicenna recommended using various salts of copper, iron, and zinc for medicinal purposes. He admitted that wearing stones as jewelry could also have a positive effect on the body. Indian and Tibetan doctors never doubted this.

Modern science for a long time and decisively rejected ideas about the healing properties of minerals, and oriental doctors calmly treated diseases with these minerals and achieved amazing success.

Slavic peoples have also revered stones since hoary antiquity as a source of health and well-being. In Russian, Ukrainian, and Belarusian manuscripts we find interesting information about the medicinal properties of a wide variety of minerals.

Modern pharmacology uses more than 50 minerals to prepare various medicines. Modern medicine is well aware of the importance of such trace elements as boron, iodine, potassium, sodium, magnesium, arsenic, sublimate, mercury and others extracted from natural minerals, rocks and salt waters; medicinal properties of bischofite, ozokerite, some types of clays, mumiyo, mineral mud and water, talc, gypsum. Having formed in the earth's crust over millions of years, minerals can be active agents with properties not yet known by science, although known from the centuries-old experience of traditional medicine.

US doctors are successfully searching for the causes and characteristics of the effects of minerals on humans. Ten American and two German centers for crystal research are already preparing professional personnel to work on lithotherapy. More than 500 American and 50 German doctors use precious and semi-precious stones in medical practice. In July 1988, a congress on crystal therapy was held in the USA. In our complex life with its numerous stresses, this method cannot be discounted. In Eastern countries, interest in mineral treatment has never faded. In Japan, tablets containing pearl ingredients are used to treat certain nervous diseases. Minerals are widely used in homeopathy. There are a number of remedies for this promising trend, called homeopathic lithotherapy.

It is necessary to take into account that minerals have phosphoricity, thermal conductivity, magnetic properties, and conduct electricity, i.e., they may well be a means of physiotherapeutic effects. Electromagnetic biopotentials emitted by crystals are the healing factor that helps the body become healthy. This idea is confirmed by the statement of the famous German geobiologist Dr. E. Hartmann that around each person there is a biodynamic field that can change when a person moves from one place to another. It largely depends on geological changes in the soil surrounding us, which must be taken into account in therapeutic and corrective pedagogy.

If a certain mineral environment is capable of causing a disease, then the possibility of its positive effect on painful disorders in the body cannot be excluded. This position is confirmed by the latest scientific data obtained at the Research Institute of Alternative Medicine of Russia (Moscow).

A methodology has been developed and domestic diagnostic equipment has been created that allows for individual selection of appropriate minerals and metals for correcting a person’s functional state, as well as determining contraindications to them. It is advisable to select individually not only jewelry, but also filling material, watch bracelets, and glasses frames, since in some cases they can cause the development of pathology, inhibiting or stimulating certain functions in the body. Properly selected items or materials can meet preventive and therapeutic purposes.

Analysis of literary data and centuries-old experience of the people gave us the opportunity to classify minerals taking into account their effect on the human body. It is believed that minerals coordinate the vascular circulatory system and brain activity. In our complex life with its numerous stresses, the experience of previous generations is irrationally discarded. Lithotherapy has special, unique properties, the decoding of which can be of great benefit in the diagnosis and treatment of many diseases.

Aventurine - balances emotions, maintains a joyful mood, good spirits, and clarity of mind.

Aquamarine - increases clarity of thinking, balances emotions, helps relieve stress, fears, phobias.

Alexandrite - calms down when overexcited, helps create a joyful mood and openness.

Diamond - improves brain function, helps align the bones of the skull, enhances the energy of abstract thinking, and increases human contact.

Amazonite - protects against headaches, calms the nervous system, strengthens the heart muscle, relieves feelings of anxiety and self-doubt.

Amethyst - relieves headaches, helps with burns, insomnia (you need to put it under the pillow, relieves stress, helps strengthen the endocrine and nervous system, increases the activity of the right hemisphere of the brain, helps increase energy.

Turquoise - helps balance emotions, creates an atmosphere of friendly communication, strengthens the feeling of mutuality; understanding and devotion.

Pearls - helps against "brain drain"(memory loss due to nervousness, with nervous disorders. Contemplation of pearls has a beneficial effect on an overexcited psyche, brings peace and tranquility.

Emerald is considered one of the powerful agents that balances the processes of excitation and inhibition occurring in the nervous system. Stone of wisdom, composure and tolerance.

"Cat's Eye"- helps cure paralysis, insomnia, emotionally balances, increases the will of the owner, promotes concentration, reduces the tendency to stubbornness, increases energy.

Pink quartz - reduces stress, eliminates anger and temper.

Corals - strengthen memory, relieve nervous tics, "evil eye". They fuse well and quickly with human bones, practically without seams. They are widely used in dental prosthetics.

Corals activate the central nervous system, control emotions, increase low mental levels, stimulate intellectual abilities and logical thinking, promote self-control, introspection, and increased optimism. They are, like pearls, one of the diagnostic tools.

Lapis lazuli - heals vision, gives greater clarity of thinking, relieves pain, reduces hair loss.

Moonstone - changes demeanor from harsh, straightforward to softer and more flexible.

Malachite is good for the heart, blood vessels of the heart and lungs, calms an overexcited nervous system, improves sleep.

Jade - helps with diseases kidney: relieves pain, bloating, colic; has amazing heat capacity: applied to the stomach or kidney area, it acts as an extremely soft, long-lasting warming compress that gradually relieves pain.

Opal - calms the nerves, strengthens the heart, restores visual acuity and shine to the eyes, balances emotions, enhances intuition.

Rhodonite - strengthens the immune system, improves memory, relieves stress, and is good for various types of neuroses. Helps to gather spiritual strength when difficult life situations arise (especially its pink variety without an admixture of black tones).

Ruby - heals the heart, brain, strength and memory of a person. It helps cure paralysis, diseases of the spine and joints; helps to avoid paralysis after a stroke, has a good effect on the nervous system, relieves depression, and is useful for insomnia. According to the type of light radiation, ruby ​​has a positive effect on the functioning of the brain and heart, and strengthens the immune system. It has a beneficial effect on the character of weak-willed people, promoting a sense of courage, responsibility, and desire for leadership. Helps get rid of feelings of inferiority.

Sapphire - has a positive effect in the treatment of kidneys and diabetes; makes therapy more effective for lesions of the skeletal system, paralysis and paresis as a result of strokes, diseases of the nervous system, especially neuroses, and helps get rid of insomnia.

Carnelian - when worn on the body, strengthens teeth, has a beneficial effect on the nervous system, reducing increased irritability, fatigue, and depression. He gives oratory power and prosperity.

Blue topaz - has a positive effect on the thyroid gland and provides emotional balance.

Tourmaline - has a beneficial effect on the endocrine system, improves the condition of the nervous system, sleep, reducing the feeling of fear and anxiety, dispels fears. A powerful remedy for oncological processes.

Crystal - improves the properties of the blood, has a beneficial effect on the functioning of the brain (pituitary gland, pineal gland, promotes emotional balance, removes the negativity of the environment in relation to the person wearing it, reproduces, activates, preserves energy.

Amber - calms the nervous system, improves mood, balances the emotional state, calms the heart, protects against "devil's eye". Succinic acid is an excellent stimulant of the nervous system, strengthens the heart muscle, improves the functioning of the respiratory system, kidneys, and intestines, and helps increase the hemoglobin content in the blood during anemia.

Psychological correction of emotional disorders in children is mainly aimed at mitigating emotional discomfort, increasing their activity and independence, eliminating secondary personal reactions caused by emotional disorders, such as aggressiveness, increased excitability, anxious suspiciousness, etc.

As you know, in preschool age the leading activity is play. At the same time, from an individual perspective, the game does not always come first. There are children who love to draw, sculpt, and design. Correction with them must be carried out using precisely these types of activities. Children also love to experiment. This is explained by the fact that they are characterized by visual-effective and visual-figurative thinking, and experimentation, like no other method, corresponds to these age-related characteristics.

Playing with sand, clay, stones and other natural materials seems to “revive” the child’s genetic memory. It is known that the first games appeared as a result of human interaction with nature. The healing powers of nature, minerals, and the centuries-old experience of our ancestors should and can be widely used to work with children.

Lithotherapy - (from the Greek lithos - stone and therapia - treatment) treatment with minerals.

Types of lithotherapy:

Gemmatherapy - treatment with precious stones.

Crystal therapy - treatment by wearing crystals.

Gastrolithotherapy - treatment with stones formed in the internal cavities of animals, etc.

When it comes to lithotherapy, it most often means massage and meditation. Lithotherapy and gemmatherapy are used in working with children with special educational needs.

There is a program for the aesthetic and psycho-emotional development of children using lithotherapy and color therapy “Gems” by Elena Prokopyevna Plyaskina, a teacher-psychologist in the city of Chita. In the book by T.D. Zinkevich-Evstigneeva and T.M. Grabenko “Corrective, developmental and adaptive games” great attention plays with sand and stones.

Working with stones is not an isolated task, but is an additional part of the overall complex of correction of emotional and personal disorders in children.

Using the example of one lesson, we will get acquainted with some techniques for working with stone.

Lesson algorithm.

Warm-up - greetings and exercises to establish contact, a motivating element (fairy tale, conversation).

2. The main part - games, exercises, elements of psycho-gymnastics, projective drawing, experiment.

3. Summing up the lesson - reflection, farewell ritual.

Lesson “Ordinary in stone”.

Part 2.

Traveling into the world of stone is a very exciting and exciting activity. Studying stones, you are sure to go into the distant past of our planet. There are countless different stones on earth: beautiful and not so beautiful, of different colors and shapes. All these stones are older than us, they keep many secrets and mysteries. Let's go on a journey through the world of stones? (Yes.)

(Slide “The Knight at the Crossroads”).

If you go to the right, you will find a large stone. If you go straight, you will find a lot of stones. If you go to the left, you will meet beauty. And where do we go first? Left? What did we find? Big Stone.

Game "Ordinary Miracle".

Let's sit comfortably so we can see each other and play with this stone. This stone is not simple - it is magical. With its help you can create a miracle.

I have a stone in my hand. It is heavy (imitation of weighing), cold, unpleasant to the touch (corresponding facial expressions), rough, and has sharp edges. It's not very pleasant to hold it in your hand. But I will try to warm this stone before handing it over to you... (says the child’s name).

Take, stone, the warmth of my hands, the heat of my heart. Pass on my feelings to my friend, stone. (the stone is passed to the neighbor on the left).

What do you feel? How much does the stone weigh? Is it really heavy? What does it feel like? Smooth or rough. Yes, it's rough. Now tell me, please: are you holding a cold stone in your hand? (for comparison, give a stone that was not in your hands to the other hand). Of course it's warm. Why? What did I ask for the stone? (Answer). Now you and I will perform a miracle - we will warm the stone with your warmth. Let's say together: “Take, stone, the warmth of my hands, the heat of my heart. Pass on, stone, my feelings to a friend.” (The stone is passed to the neighbor on the left, and so on to each child).

This game allows you to differentiate your own feelings, analyze and express them, thereby teaching the basics of introspection and interaction. It is very important to realize that each of us can create a miracle (the stone returns).

I am holding a stone in my hand. It is heavy, rough, it has sharp edges, but it is very pleasant to hold in your hands, because it is warm, because it transfers the warmth of your hands. This is a miracle: our hands can warm even a stone.

Game "Mountain and Pebbles".

Music from the “Sounds of Nature” series is playing.

There is a story about the stones. If you want, I’ll tell it to you, and you’ll help me portray it.

Once upon a time there was a big, big mountain. She considered herself the strongest, but the wind and water claimed that they were stronger. Years passed. The water rained down on the mountain (music imitating raindrops) and sharpened the stones. Frost froze the water in the cracks, and the wind carried small pebbles and grains of sand from its surface. (The music of wind). Here one pebble rolled down the mountain (one child moves away from the rest), then another, a third (some more children take turns moving away from the center). The mountain became smaller and smaller and eventually became completely invisible (all the children disperse). So the wind and water worked day after day and conquered the big mountain.

Guys, do you prefer being lonely pebbles or living together in one mountain? (Children's answers.)

All the children gather in the center.

So, the mountain is friendship. What are wind, water and frost? (Children's answers). I'll give you a hint: this is what interferes with friendship. For friendship to be strong, you need to be kind, be able to forgive and help each other. Now let's go further to look for miracles!

Game "Colorful Pebbles".

Look at these beautiful colorful stones. It's amazing how generous Mother Nature is with colors! What colors do you see here? (Children's answers).

Well done! Take yourself a pebble. Now that you have the pebbles in your hands, look at them carefully, try to notice the peculiarity of your pebble. (Next comes expanding your vocabulary and set of adjectives). Feel what the stone feels like (smooth or rough, hard or soft), what its temperature is (warm or cold). Look at what size it is (large or small), whether it's shiny or not, transparent or not! Let's look at the light! Now knock your pebble against your neighbor’s pebble. What sound did you hear? What does this sound sound like?

Children's answers.

Thus, work is carried out on all three channels of perception: vision - visual, hearing - auditory, sensation - kinesthetic.

Game "Magic transformation"

Look carefully at your pebble again. What does he look like? What can you turn it into? (A berry, a fruit, a car wheel, a flower, a sun...) Now try to depict what your pebble looks like, and the rest of the guys will try to guess what you have in mind. You can voice your actions. (Development of imagination and creative abilities.) Now let’s mix all the pebbles in one box, and you try to find yours among all. Great! Put the stones in the box, they will be needed there later.

This exercise promotes the development of children's cognitive processes - attention, perception, imagination, speech.

"Picture of stones"

What do you think can be done? (there is a picture frame, pebbles and other waste material). Yes, of course, using this material, we can create different pictures from these stones. To do this, we need to divide into pairs, choose a place where it will be convenient for you, agree on what you will create and give a name to your painting.

This exercise promotes the development of creativity and spontaneity. The group organization solves the problems of uniting the children's team, their emancipation, and the development of communication skills. After the work there is a discussion: the name of the painting, how did you feel doing the work together?

Every child is involved in the discussion. Everyone should talk about their feelings and experiences.

The third part.

Reflection. "A pebble in a shoe."

Have you ever had a pebble hit your shoe? How did you feel about it? (Pain, discomfort). What if you don't remove the pebble and take a few steps? (It will hurt). We experience the same feelings when we are angry, offended by something, excited, as if we have a small pebble in our shoe. If we immediately feel the discomfort and pull it out, the leg will remain unharmed. And if we put a pebble in our shoes, then we will most likely have problems. Therefore, it is useful for all people - both adults and children - to talk about their problems as soon as they notice them.

The problem-based game experiment expands the tasks of expanding ideas about basic emotions, improving communication skills, and developing children’s cooperation skills in the process of collective discussion.

And now I’ll ask you to think about whether you feel any displeasure, something that bothers you? If you feel it, then tell us. For example: “I have a “pebble in my shoe”: I don’t like that Vanya pushes me.” If you feel good and nothing bothers you, you can say: “I don’t have a pebble in my shoe.”

The phrase “I have a pebble in my shoe” - negative emotions, experiences.

The phrase “I don’t have a pebble in my shoe” - positive emotions, interest.

Thus, using lithotherapy techniques in kindergarten, you can develop communication skills in children, promote psycho-emotional emancipation, relieve muscle tension and reduce the severity of emotional and personal disorders.

Methods of treatment with minerals

Stones, in addition to jewelry, work well in the form of plates, stone balls, disks, and massage sticks.
For treatment, the stone is heated (activated) by holding it in the Sun or dipping it in warm aromatic oil.
Then you can perform massage, acupuncture, acupressure, disinfection and treatment of wounds, applications, stone light treatment, and much more. For example, staying in underground salt caves (speleotherapy) perfectly treats asthma and various allergies.

Examples of various healing techniques

1. Discs and balls made of natural stones in massage sessions

For 12 - 20 minutes, a linear and circular massage of the body area is performed with a stone ball, followed by covering with a woolen cloth for 20-30 minutes.

For example, massage with rhodonite, charoite, and rose quartz helps well with functional disorders of the nervous system, migraines, vegetative-vascular dystonia and for cosmetic purposes. The areas affected by stone massage are the forehead, cheeks, cervical area, and shoulder area.

And massage with malachite, serpentine, onyx, jasper is recommended for sensitive, motor and trophic disorders, for neurogenic pain in the heart area, intercostal neuralgia, and for weight loss.

Smoky quartz (rauchtopaz), lapis lazuli, onyx, jasper, jadeite can be used for massage for acute respiratory infections, chronic bronchitis, pleurisy, arthrosis.

Jade, jasper, and obsidian work very well in massage for healing diseases of the musculoskeletal system with severe pain. Massage is performed in the areas of periarticular tissues and along the spine.
Stone massage is excellent in preventing exacerbations of the listed chronic diseases.

For healthy people, massage is effective for rejuvenation, increasing overall tone and vitality.

2. Stones are used for acupressure (pressing on active points)

In this case, massage sticks with spherical tips made of natural stone are used.

It is convenient to fix natural beads healing stone with a diameter of 0.3 to 0.8 cm on the active points and then press the bead on the points associated with diseased organs along the Chinese meridians.

3. Stones “work” in acupuncture sessions

For example, quartz (druze and large crystals) is applied to the free end of the inserted needle during an acupuncture session. This is done to change the polarity of the steel needle. Exposure time is 3 minutes for each needle. Or the crystal is alternately applied to the inserted needles. It is believed that chipped jasper, for example, has the ability to evoke a stream of spiritual energy, Shen, at the tip of the needle, characterized by special tension. Any jasper is suitable, but green is better. Red jasper is effective against viruses, black - in a collision with village magic. But for the spiritual transformation of a healer, you can use blue or light blue jasper, because... it enhances the flow of pure cosmic Qi from outside.

4. Light emission from garnet

Light radiation from pomegranate cleanses the body of toxins and dead tissue cells, promotes the processes of regeneration of damaged and “aged” tissues due to its targeted effect on the hematopoietic mechanism and indirectly on blood circulation.

5. Use of carnelian with white veins

An interesting technique for using carnelian with white veins was developed by doctor E.I. Badygina in 1942 for the treatment of open wounds during the Great Patriotic War.

At the end of the thirties of our century, Professor E. Badigina conducted serious scientific research on the medicinal properties of carnelian.

She found that with small doses of natural radiation from some types of carnelian, the most important life processes of the body (for example, cell division and growth) are stimulated, and with large doses they are inhibited.

During the Second World War, carnelian therapy using the method of Professor E. Badigina was widely used in Siberian military hospitals. Carnelian successfully replaced antibiotics, which were not available in Russia at that time. Many years of experience in studying carnelian using this method have shown that wound healing is accelerated, the nervous system is restored faster, blood composition improves, and swelling and tumors are eliminated. At the same time, appetite increases and sleep improves.

Then it was done like this: a stone weighing 30 grams. applied to the open wound for 5 minutes twice a day daily until cured. Or a device consisting of a hair dryer and a metal tube holding the mineral was heated from a distance of 0.5 - 1 cm to the damage site. Of the 433 patients with open injuries, complete recovery was observed in 278 after the 1st course, and in 112 after the 2nd course. Treatment was unsuccessful in only 5 cases.

6. Jade

Nephritis occupies a special place in Stone Therapy. It is associated with transformation, complete external (rejuvenation) restructuring. “Gold has a price, but jade is priceless,” says an old Chinese proverb. Jade was used independently for thousands of years in China and in Central Pre-Columbian America by the Indians. It is called the stone of eternity. His touch brings calm, protects against fatigue, and prolongs life. Jade cures kidney and other diseases, saves from earthquakes and lightning, repels the “evil eye”, failures and misfortunes, promotes married life and childbirth.
Having the effect of “adding” energy, jade activates the kidney meridian. In acupuncture, it is believed that the kidneys are the repository of “pure energy” of the material basis of human growth, development and reproduction; they control the growth and function of the bone marrow, keep under control such character traits as determination and will, as well as sexual activity.

In Chinese medicine, the kidneys are considered the “roots of life.” The maximum activity of the kidney meridian is 17.00 - 19.00 hours, the minimum is from 5.00 to 7.00 hours. The kidney meridian is connected directly with 5 and indirectly with 3 of the 8 wonderful meridians, which are peculiar accumulators - “pools” and “lakes” of energy, where it accumulates when the main meridians are overfilled and returns when they are empty. Carries the primary, ancestral energy, influencing the transmission of hereditary characteristics. All other main meridians transmit nutritional energy. For medicinal purposes, jade is used in the form of massage sticks, roller massagers, and plates.
Jade has a thermal, tonic and stimulating effect on the body. Healing jade plates with a diameter of 2-3 mm to 2-3 cm (round) or 2x4 cm - rectangular plates are used. They are fixed with a bandage or adhesive tape on the lower back. The duration of application with jade plates is 3-5 days, then it is good to take a 2-3 day break. Then the procedure is repeated, applying the plates to the same or other areas. Sometimes such treatment can be replaced by wearing a bracelet, ring, hoop, or beads (which is more pleasant, since the skin is not irritated by the adhesive plaster.
So, jade treats kidney diseases, high blood pressure, cardiac disorders, all diseases of the musculoskeletal system, incl. spine, myositis, neuromuscular strain, joint diseases. It has a calming and balancing effect on the central nervous system and gives rejuvenation.

Jade is useful in the treatment of spinal osteochondrosis. Healing jade plates with a diameter of 2-3 mm to 2-3 cm (round) or 2x4 cm - rectangular plates - are fixed with adhesive tape, 6 pieces (3 on both sides) in the cervical region and 6 - 8 (3 - 4 on each sides) in the lumbosacral region.
Applications can be worn for up to 2 - 5 days. After a 2-3 day break, fixation is repeated at the same or different points.

But stones that are used for treatment must be “cleaned”. and "charge".

Jade cleaning:
For intensive use, once a month, plates, balls or beads are immersed in a strong solution of sea salt for 2 days. This is done for internal energetic cleansing. External cleansing is done in simple ways- you can wipe the stone with alcohol or wash it with soap and rinse with boiled water.

Charger:
Place the stone in sunlight, such as on a lit windowsill, for 2-3 hours. You can also charge the stone with moonlight; this is best done on the waxing Moon.

Explanatory note

Currently, for us, teachers and psychologists of modern society, the problem of an increase in the number of preschool children with behavioral problems, as well as personal development, has become acute. In our kindergarten, out of 60 examined children, 9.3% have pronounced aggressiveness, 23.1% of children have a high level of anxiety, and fears are noted in 21% of the examined children. Today, psychologists, educators and other specialists are working on this problem in kindergartens. Many are looking for new non-traditional methods and models of psychological and pedagogical assistance to children. Our kindergarten did not stand aside either.

I'm a passionate person. I have many different hobbies, including tying. Lowering- the most ancient type of needlework using beads. Everywhere where traces of an ancient person are found, there are also pierces - stones, bones, shells and other objects with holes for stringing. Ancient people used them for decoration or as religious objects. Minerals of unusual shape and color, striking in their beauty, seemed to our ancestors as carriers of forces of a higher order. That is why amazing stories, legends, and superstitions associated with stones have evolved over the centuries.

Coming up with new combinations of different stones is a very exciting and creative activity. In addition, it is so nice to touch cool multi-colored stones and feel their smooth edges under your fingers. The decorations, of which I made a lot, attracted the attention of others, including children. The guys constantly touched the beads on me and asked me to play. It was the children who gave me the idea of ​​including “my stones” in correctional and developmental activities.

Having studied the pedagogical and psychological literature, I did not find any information about the methods of using lithotherapy in this direction (only in the book by M. A. Povalyaeva “Handbook of Speech Therapist” there is a mention of lithotherapy). This means there is an opportunity to explore this direction!

In the Middle Ages, philosophy believed that stones connect the world of the Universe (macrocosm) with the world of the human soul and body (microcosm). Each stone, in the astrologer’s mind, was subordinate to one of the celestial bodies and, receiving cosmic energy from it, could have a direct impact on a person, healing his body and helping in business. Modern science denies this. However, scientists have found that stones can have a significant emotional and even physical impact on a person due to their physical characteristics - natural color and shape, as well as due to the social meaning attached to them - value in society, popularity and recognition (stones are aesthetically beautiful). It has been scientifically proven that the color and shape of stones can affect the human psyche: contemplation and possession of stones can affect the pleasure centers of the brain through the organs of vision and touch - these studies have long been carried out in the USA. Most of the magical and healing properties of stones are based primarily on the phenomena of self-hypnosis, suggestibility, collective awareness of centuries-old traditions and placebo effects. When it comes to lithotherapy, most often it means only contact (massage), and sometimes non-contact effects of minerals on the human body - meditation. Therefore, in my program, stones are only an auxiliary object around which everything is built.

The stones are multi-colored, so you can use color therapy as a direction that has been more studied in psychology (“Color Game Training” by N.M. Pogosova).
In addition, since 2011, together with the Department of Pediatric Dentistry, ENT Diseases and Physiotherapy, a children’s health program has been introduced in our garden on the topic “The influence of functional disorders of ENT organs and pathologies of the maxillofacial area on the psycho-emotional and physical development of a child.” To work towards preschool education, I included breathing exercises in my program.

And without a fairy tale there is no communication with children! Fairytale therapy is an assistant to all specialists working with children.

The result was a work program called “Gems” aimed at aesthetic and psycho-emotional development of children.

Program goals:

• 1. Expanding children's horizons, developing their cognitive interest, ability to think and draw conclusions.
• 2. Development of cognitive processes: attention, visual, auditory, tactile sensitivity, color perception.
• Reducing emotional problems in children - anxiety and aggressiveness.

Tasks:

• Developing the ability to subtly sense color and select adequate adjectives to describe it.
• Stabilization of mental processes, relief of emotional and bodily tension, development of the ability to quickly switch from active to passive activity.
• Developing the ability to breathe calmly and rhythmically.
• Cultivating voluntary attention, the ability to listen carefully and patiently to others.
• Development of fantasy and creative imagination.
• Cultivating an aesthetic attitude towards color and paints, etc.

Equipment and materials (items of a specific color): computer, multimedia projector, berries and flowers made of paper, toys, fabrics, beads, threads, a box, stones of the required color, pencils, paints, etc.
Forecast:

• Creation of a program for the aesthetic and psycho-emotional development of children through research activities, using fairy tale therapy, color therapy and lithotherapy.
• Creation of additional child development programs using non-traditional methods of correctional and therapeutic pedagogy.
• Increasing the level of cultural development in children, reducing indicators of anxiety and aggressiveness.

Expected results:

• positive changes in the psychological state of children, a positive picture of the world and self-image, awareness of internal resources;
• reduction of emotional anxiety and aggressiveness;
• increased self-esteem;
• development of communication skills;
• development of self-awareness;
• improving parent-child relationships;
• consolidation of positive behavioral reactions.

Examples of exercises included in the program

Mood color(performed at the beginning and end of each lesson - Methodology of A.N. Lutoshkin “Emotional color painting”). Goal: determine the general mood in the group. Each color is assigned a certain number of points:

Red (+ 3) Enthusiastic
Orange (+ 2) Joyful
Yellow (+ 1) Pleasant
Green (0) Calm
Blue (– 1) Sad
Purple (– 2) Alarming
Black (– 3) Extremely unsatisfactory.

– Each of you has a different mood. Today we are cheerful - a yellow sun, tomorrow we are sad like blue rain, joyful like a red flower. What's your mood today? Choose an appropriate mood color. Let's see which children there are more happy or sad today.

"The feeling of color“- an analysis of a certain color occurs: whether it is calm or anxious, calming or exciting, sad or joyful, soft or hard), a description of the color is given.

“Multi-colored pebbles” (lithotherapy – attention, tactile perception, breathing exercises)

– Now look at these beautiful multi-colored pebbles. It's amazing how generous Mother Nature is with colors. What colors do you see here? Well done. Take a pebble for yourself.

Exercises to develop speech and cognitive processes

• Now that you have the pebbles in your hands, look at them carefully, try to notice the peculiarity of your pebble. (Next comes the expansion of vocabulary, a set of adjectives). Feel it what the stone feels like (smooth or rough, hard or soft), what its temperature is (warm or cold), look, what size it is (large or small), shiny or not, transparent or not (let’s look at the light?). Now knock your pebble against your neighbor’s pebble. Which sound did you hear? What does the sound sound like? (work on all three channels of perception: vision - visual, hearing - auditory, sensation - kinesthetic).
• Magic transformation (imagination). Look at your pebble again. What does your pebble look like? What can it be turned into, do you think? (A berry, a fruit, a car wheel, a flower, the sun...) Now try to depict what your pebble looks like, and the rest of the guys will try to guess what you have in mind. You can voice your actions. Who is our most visionary?
• Now let’s mix all the pebbles in one box, and you try to find yours among all of them! Great! ( development of attention).

Breathing exercises

• Place a pebble on one palm directly in front of you, and the second palm is empty (exercise “Palms” from breathing exercises A.N. Strelnikova). Show me your palms! We begin to take noisy, short and rhythmic (compliance with all three conditions is mandatory!) inhales through the nose, at the same time clenching our palms into fists (hiding the pebble), i.e. We make “grasping” movements.

It is necessary to take 4 sharp and rhythmic breaths in a row through your nose, in other words, “sniff” your nose 4 times. After this, lower your hands and take a break for 3-4 seconds. Then, after a pause, take 4 short noisy breaths again; again a pause of 3-4 seconds.

You need to “sniff” your nose 24 times, 4 breaths each.

• Place a pebble on the floor directly in front of you (exercise “Pump” from breathing exercises A.N. Strelnikova). Basic starting position: stand straight, feet slightly wider than shoulder-width apart, arms along your torso. Make a light bow, that is, stretch your hands to the floor without touching it, and at the same time take a short and noisy breath through your nose in the second half of the bow. The inhalation should end with the bow. Then rise slightly (without straightening!), and bow again and take a short, noisy breath “from the floor.” You should exhale after each inhalation independently, without straining (i.e. passively), through your mouth, without opening it wide.
• Warm it with the warmth of your breath, blow on it for a long time and smoothly... We inhale through the nose, and exhale through the mouth. Exhaling, we pull our tummy in slightly.
• Now let’s blow on our palms, cool them, and blow away the marks from the pebbles. We blow long and smoothly, without puffing up our cheeks. Repeats several times.

Exercises to relieve muscle tension

All exercises are repeated 3-4 times.

• Shall we play hide and seek with the pebbles? ( relieving muscle tension) Clamp the pebble into your fist tightly, I will check whether you hid the pebble well and whether your fist has become hard enough. Fine. Now relax your hand and fingers; If at the same time a pebble rolls out of your palm, it’s okay. I'll check if your palms are soft enough. Now hold the pebble in your other palm.
• Imagine that you have turned into columnar pebbles. Stand tall, turn into a hard, hard stone, tense all your muscles and freeze. Now turn into melted ice cream, your whole body is soft and pliable. Then the child must become a pebble again, etc.
• Exercise "Muscle clamp". Participants sit in a deliberately uncomfortable position. In this case, local tension or “clamping” occurs in certain muscles or joints. It is necessary to accurately select the area of ​​the clamp within a few minutes, remove it, and relax. Participants share their impressions and feelings.

Massage exercises

• Now let’s gently roll the pebble between our palms. Feel its shape, feel its coolness or warmth. Roll it from your fingertips to the base of your palm. Now place the pebble on your left palm, and with your right hand, roll the pebble over each finger. Make rotational movements with the stone across your palm. Massage your left palm well. Now change hands. Let's do it massage for the right palm. Feel how the pebble gives us strength and peace, makes us stronger and healthier.
• "Screwing and Unscrewing." The pebble is scrolled in the fingers clockwise and counterclockwise so that it does not touch the palm. The exercise requires a certain skill and coordination of muscle efforts, promotes perseverance and increases concentration.
• “Grind a nut.” You need to hold the pebble in the center of your left palm, put your right palm on top and try to crush the ball
• “The monkey grabs an orange” You need to squeeze a pebble that is located right in the center of your palm.
• “Coal in the palm of your hand”, continuously and low toss and roll the pebble from one palm to the other, as if it were a hot coal (at the same time, naturally massaged palms, training dexterity).
• "The Dragon Plays with the Pearl"

Physical education minutes:

1. "Pebbles, sun, fence"
Show the pebbles with bent fists, the sun with your fingers spread out in all directions, and the fence with your fingers extended and pressed tightly together.
The presenter quickly says the names of these items, alternating them and confusing the players.
2. The bunny walked, walked, walked, and found a green (according to the color of the activity) pebble.
(Walking in place, leaning forward to pick up the “pebble”)
The bear walked, walked, walked, and found a white pebble.
The cat walked, walked, walked, and found a blue pebble.
(Children march, bend over, pick up “pebbles” with their right and then with their left hands)
The children walked, walked, walked and came home. (Sit down)
Make a wish and ask the stone to make it come true. Well done. Fine.
Someday your wish will certainly come true.

In addition to exercises with stones, the classes also include:

• Exercises to relieve aggression, anxiety, and fear.
• “Taste of color” - children are invited to taste pieces of food of different colors and describe the taste sensations (For example: red - apple; orange - carrots, persimmon; green - cucumber).
• “Psycho-gymnastics” – the transfer of images using pantomime, gestures, transformation into magical creatures (fairytale therapy).
• “Determination of mood” (your own, others, fairy-tale characters).
• Outdoor games.

There are many incredible wonders in the world . And I decided to show the guys one of them - a miracle crystal birth, create this miracle together. Together the children and I grew crystals of copper and iron sulfate and salt crystals. After all, the activity of experimentation contributes to the formation of cognitive interest in children, develops observation and mental activity. During experimental activities, situations are created that the child resolves through experimentation and, by analyzing, draws a conclusion, independently mastering the idea of ​​a particular law or phenomenon.

Currently, one of the most pressing problems is the education of patriotism. Preschool educational institutions, being the initial link of the education system, are called upon to form in children a first understanding of the world around them, an attitude towards their native nature, their small Motherland, their Fatherland. As part of my program, I tell children about the lilac miracle of the Siberian land - the Charoite stone (an author's fairy tale and presentation was created), introduce collection of gems from Transbaikalia.

The main task of a preschool educational institution is to support and develop a child’s interest in research and discovery, and to create the necessary comfortable psychological conditions for this. The problem of preserving and strengthening the health of a child in modern conditions, including psychological health, is a priority. And when a component of patriotism is added here, instilling pride in one’s native land, the teacher can consider his task completed.

Traveling into the world of stone is a very exciting and exciting experience. Studying stones, you are sure to go to the distant past of our planet and our native Earth. There are countless different stones on Earth: beautiful and not so beautiful, of different colors and shapes. All these stones are older than us, they keep many secrets and mysteries.

While doing this work, I wanted to introduce the children to the world of stones, to infect them with my love for them. Of course, it is impossible to fully tell children aged 4-6 years about the formation of stones and minerals, their structure, chemical and physical properties. I didn’t set such goals. Developing curiosity, interest, laying the foundations of knowledge - these are my main tasks. By the sparkling eyes of the children, by their surprised faces, I can say that they have been completed.

In the process of development of preschool children, cognitive interest plays a multi-valued role: both as a means of lively, captivating learning for the child, and as a strong motive for intellectual and long-term cognitive activity.

The use of children's experimentation in pedagogical practice is an effective and necessary method for developing research activity, cognitive interest, and increasing the amount of knowledge, skills and abilities in preschoolers.

Children love to experiment. This is explained by the fact that they are characterized by visual-effective and visual-figurative thinking, and experimentation, like no other method, corresponds to these age-related characteristics. In preschool age he is the leader.

In the process of experimental activities, the child’s emotional sphere and creative abilities develop, work skills are formed, and health is improved by increasing the overall level of physical activity.

When a few days later the children and I took out a crystal of copper sulfate, an admiring exclamation from the children was heard in the group. And our crystal grew bigger every day. A miracle happened! The children saw the miracle with their own eyes - this is the most important thing!